Track differences in civic and democratic engagementduring secondary education : a new panel study from the Netherlands

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dc.contributor.authorVAN DE WERFHORST, Herman G.
dc.contributor.authorTEN DAM, Geert
dc.contributor.authorGEVEN, Sara
dc.contributor.authorHUIJSMANS, Twan
dc.contributor.authorMENNES, Hester
dc.contributor.authorMULDER, Laura
dc.contributor.authorVAN SLAGEREN, Jaap
dc.contributor.authorVAN DER MEER, Tom
dc.date.accessioned2025-07-01T08:05:27Z
dc.date.available2025-07-01T08:05:27Z
dc.date.issued2025
dc.descriptionPublished online: 30 June 2025
dc.description.abstractWhether students educated in different ability tracks in secondary education develop different levels of civic and democraticengagement is yet unclear. To explore this issue, we focus on how schools bring students of different tracks and familybackgrounds together, and whether such between‐school differences are associated with varying growth rates in civic anddemocratic engagement during secondary education. Using newly collected 4‐year panel data starting at the very beginning ofthe Dutch tracked educational system, the Dutch Adolescent Panel on Democratic Values (DAPDV), we study developments ininstitutional trust, societal interest, voting intention, and political knowledge. Growth curve models show that much of thevariation between tracks and between schools is rather stable, although track differences in institutional trust became morepronounced. Although schools that are more compositionally diverse vary from homogeneous schools, track differences arelargely present already at the start of secondary education. Within‐individual transition models show that students moving up tomore advanced tracks do gain in political knowledge.
dc.description.sponsorshipThis article was published Open Access with the support from the EUI Library through the CRUI - Wiley Transformative Agreement (2024-2027)
dc.format.mimetypeapplication/pdf
dc.identifier.citationThe British journal of sociology, 2025, OnlineFirst
dc.identifier.doi10.1111/1468-4446.70006
dc.identifier.issn0007-1315
dc.identifier.issn1468-4446
dc.identifier.urihttps://hdl.handle.net/1814/92941
dc.language.isoen
dc.orcid.putcode1814/80545:187018458
dc.publisherWiley
dc.relation.ispartofThe British journal of sociology
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.licenseAttribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.titleTrack differences in civic and democratic engagementduring secondary education : a new panel study from the Netherlands
dc.typeArticle
dspace.entity.typePublication
person.identifier.orcid0000-0003-2323-3782
person.identifier.other48067
person.identifier.other52548
relation.isAuthorOfPublication79878865-3c53-4b37-b76b-9b57faad5c9a
relation.isAuthorOfPublicationab1b8e02-76c4-4694-8cae-74c11a57c637
relation.isAuthorOfPublication.latestForDiscovery79878865-3c53-4b37-b76b-9b57faad5c9a
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